Professional development as product implementation training

Efforts to maintain tighter control over the curriculum by external stakeholders in the United States are evolving, and one such way this is occurring is through the reshaping of required professional development for practicing educators. To demonstrate how this is happening, this article critically analyses the seemingly common practice of bundling professional development session with the sale of curriculum materials and programs marketed to schools and districts. By approaching inservice teacher education as linked to specific curricula, these types of professional development sessions are constructed in a manner more likely to have greater similarity with forms of product implementation training.